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Two studies are reported describing the development and validation of the Strategic Flexibility Questionnaire (SFQ): a self-report instrument aimed at eliciting students’ beliefs about the need for, and conditional nature of, self-regulatory control over learning. In Study 1, 281 first-year university education students completed a 40-item pilot questionnaire. Factor analysis of responses revealed a 21-item instrument indicating three types of control beliefs: adaptive executive control, inflexible executive control, and irresolute executive control. In Study 2, the predictive validity of these conceptions was tested against the academic performance of 105 third-year university education students. Results indicated that students reporting adaptive executive control beliefs were more successful academically, while those students reporting inflexible or irresolute control beliefs were significantly less successful academically. 相似文献
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Chaos theory, informational needs, and natural disasters 总被引:2,自引:0,他引:2
Timothy L. Sellnow Matthew W. Seeger Robert R. Ulmer 《Journal of Applied Communication Research》2002,30(4):269-292
This study applies chaos theory to a system-wide analysis of crisis communication in a natural disaster. Specifically, we analyze crisis communication during the 1997 Red River Valley flood in Minnesota and North Dakota. This flood, among the worst in modern American history, consumed entire metropolitan areas, displacing thousands of people. The conditions and decisions leading to the disaster, and the subsequent reactions are retraced. Communication related to river crest predictions (fractals), the shock at the magnitude of the crisis (cosmology episode), novel forms of reorganizing (self-organization), and agencies that aided in establishing a renewed order (strange attractors) are evaluated. Ultimately, we argue that preexisting sensemaking structures favoring rationalized, traditional views of a complex system led officials to make inappropriately unequivocal predictions and ultimately diminished the effectiveness of the region's crisis communication and planning. 相似文献
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Robert BLEY 《Learned Publishing》2008,21(3):176-186
The ‘traditional’ academic library system model – i.e. a central system constructed around a common catalogue record that also dictated the end‐users' view – is breaking down. Systems that were constructed to handle the processing and lending of printed items are no longer capable, on their own, of dealing with the variety of different information resources handled by modern academic libraries. A great deal has been written about how end‐users expect more ‘Web 2.0’ features than library catalogues currently provide. New front‐end services have been designed by libraries and library system providers to cater for this need. However, not much has been written about the needs of internal library staff who struggle with processing, handling, and supporting the huge volume of electronic resources subscribed to by libraries. Electronic resource management systems have been developed to cater for these needs, and new standards for data interchange with such systems have been developed. Just as standards were important in encouraging electronic data interchange (orders, invoices, claims, etc.) between libraries, publishers, and agents in the last century, so new standards are evolving for such transactions in the electronic era. 相似文献
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Robert WELHAM 《Learned Publishing》2008,21(1):77-77
Peer Review: The Challenges for the Humanities and Social Sciences A British Academy Report British Academy, 2007, 61 pp. Freely available online at http://www.britac.ac.uk/reports/peer‐review/index.html ; print copies available on request from Ms Vivienne Hurley, The British Academy, 10 Carlton House Terrace, London SW1P 5AH, UK; tel. +44 (0)20 7969 5268; email v.hurley@britac.ac.uk 相似文献